Formative rationales in the initial training of Physics teachers

perceptions and challenges

Abstract

The aim of this study is to analyze the perspectives of formative rationalities underlying the reflections of pre-service physics teachers on the role of the school, the teacher, and the discipline of Physics. This is a qualitative research, and semi-structured interviews were used as an empirical strategy, conducted with students in the final semester of a Physics Teaching Degree program at a federal higher education institution in the Northeast region of Brazil. The results indicate that the perspective of formative rationality most present in the participants' reflections is based on the practical rationality perspective, which is more descriptive and interpretative than predictive, as found in technical training models. This perspective also highlights the importance of reflection and decision-making grounded in experience—in other words, experience becomes essential in practical rationality, emphasizing reflective examination of everyday teaching. Therefore, we contend that there is an increasing need for teacher education that fosters the development of more critical individuals, capable of engaging actively within society to promote positive transformations among their peers.